Results for 'Eugene Allen Clayton Jr'

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  1.  19
    “Ma fu l'inganno disinganno”: The Basso Buffo as Philosopher.Eugene Allen Clayton Jr - 2013 - International Journal of Žižek Studies 7 (3).
    Engaging theories of comedy and of critical and literary theory in general, I consider the function of the buffo within opera, why this trope was an historical necessity for the generic development of opera: the buffo as a specific mechanism in the operatic machine, and what this character made possible in its wake. I take as paradigms the buffi of Mozart and Rossini, citing Don Alfonso and Don Bartolo respectively. It is my belief these operas have suffered from the general (...)
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  2.  14
    The Fade Out: Metaphysics and Dialectics in Wagner.Eugene A. Clayton Jr - 2021 - International Journal of Žižek Studies 15 (1).
    This article is a critique of the failure of Wagner's Der Ring des Nibelungen. It considers this as a metaphysical problem rather than an aesthetic or formal one. The article, considering Wagner’s inheritance from Haydn, claims him as the first composer of the culture industry. This will lead the author to conclusions regarding a gendered Das Unheimlich, the distinction between technology and technique, and the philosophy of aesthetics.
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  3. Direct hydrocarbon fuel cell part 2.Eugene R. White & Henri Maget Jr - 1965 - In Karl W. Linsenmann (ed.), Proceedings. St. Louis, Lutheran Academy for Scholarship. pp. 46.
     
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  4.  21
    Retrograde amnesia and priority instructions in free recall.William H. Saufley Jr & Eugene Winograd - 1970 - Journal of Experimental Psychology 85 (1):150.
  5.  45
    Book Reviews Section 4.Frederic B. Mayo Jr, John Bruce Francis, John S. Burd, Wilson A. Judd, Eunice S. Matthew, William F. Pinar, Paul Erickson, Charles John Stark, Walter H. Clark Jr, Irvin David Glick, Howard D. Bruner, John Eddy, David L. Pagni, Gloria J. Abbington, Michael L. Greenbaum, Phillip C. Frey, Robert G. Owens, Royce W. van Norman, M. Bruce Haslam, Eugene Hittleman, Sally Geis, Robert H. Graham, Ogden L. Glasow, A. L. Fanta & Joseph Fashing - 1973 - Educational Studies 4 (4):198-200.
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  6.  21
    Using Monkeys to Understand and Cure Parkinson Disease.D. Eugene Redmond, Jr - 2012 - Hastings Center Report 42 (s1):7-11.
    Research with nonhuman primates is essential to medical progress and will still be necessary for the foreseeable future. Almost all research scientists agree that animal research is critical to understanding basic biology, discovering new treatments for human (and animal) diseases, and maximizing the safety of new medicines while minimizing their harm to humans. All but two of the Nobel prizes in medicine awarded over the last one hundred years have depended on animal research, and the list of modern medicines, vaccines, (...)
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  7. The Renaissance Idea of Christian Antiquity: Humanist Patristic Scholarship.Eugene F. Rice Jr - 1988 - In Albert Rabil (ed.), Renaissance Humanism: Foundations, Forms, and Legacy. University of Pennsylvania Press. pp. 17-28.
     
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  8.  4
    Blood Theology: Seeing Red in Body- and God-Talk.Eugene F. Rogers Jr - 2021 - Cambridge University Press.
    The unsettling language of blood has been invoked throughout the history of Christianity. But until now there has been no truly sustained treatment of how Christians use blood to think with. Eugene F. Rogers Jr. discusses in his much-anticipated new book the sheer, surprising strangeness of Christian blood-talk, exploring the many and varied ways in which it offers a language where Christians cooperate, sacrifice, grow and disagree. He asks too how it is that blood-talk dominates when other explanations would (...)
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  9.  82
    Dalton Trumbo’s Johnny Got His Gun.Eugene V. Torisky Jr - 2000 - Teaching Philosophy 23 (3):255-268.
    Rarely do Introduction to Philosophy textbooks connect, in any thoroughgoing way, the study of philosophy with examples from literature. While contemporary analytic thinkers often tie literary works to philosophical themes and some serious philosophers have written works of literature, these two ways of linking literature to philosophy face significant pedagogical disadvantages. Another tack is to choose a literary work written by a novelist that has implications for philosophical subjects. This paper describes just such a strategy, namely by supplementing traditional materials (...)
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  10.  37
    Dalton Trumbo’s Johnny Got His Gun.Eugene V. Torisky Jr - 2000 - Teaching Philosophy 23 (3):255-268.
    Rarely do Introduction to Philosophy textbooks connect, in any thoroughgoing way, the study of philosophy with examples from literature. While contemporary analytic thinkers often tie literary works to philosophical themes and some serious philosophers have written works of literature, these two ways of linking literature to philosophy face significant pedagogical disadvantages. Another tack is to choose a literary work written by a novelist that has implications for philosophical subjects. This paper describes just such a strategy, namely by supplementing traditional materials (...)
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  11.  27
    Aquinas on Natural Law and the Virtues in Biblical Context.Eugene F. Rogers Jr - 1999 - Journal of Religious Ethics 27 (1):29-56.
    Marriagelike homosexual relationships expose a division among ethicists following Aquinas. Those emphasizing natural law may call such relationships unnatural; those emphasizing the virtues may approve of relationships fostering love and justice. Natural law, the virtues, and homosexuality all show up in Aquinas's Commentary on Romans—untranslated and hardly cited. Romans 1:18 opens a discussion of justice. Verse 20 provides Aquinas's chief warrant for natural law. Verse 26 applies virtue and law to “the vice against nature.“ But Aquinas's account also depends on (...)
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  12.  18
    The Liturgical Body.Eugene F. Rogers, Jr - 2000 - Modern Theology 16 (3):365-376.
  13.  48
    Aquinas on Natural Law and the Virtues in Biblical Context: Homosexuality as a Test Case.Eugene F. Rogers Jr - 1999 - Journal of Religious Ethics 27 (1):29 - 56.
    Marriagelike homosexual relationships expose a division among ethicists following Aquinas. Those emphasizing natural law may call such relationships unnatural; those emphasizing the virtues may approve of relationships fostering love and justice. Natural law, the virtues, and homosexuality all show up in Aquinas's "Commentary on Romans"--untranslated and hardly cited. Romans 1:18 opens a discussion of justice. Verse 20 provides Aquinas's chief warrant for natural law. Verse 26 applies virtue and law to "the vice against nature." But Aquinas's account also depends on (...)
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  14.  16
    Classroom Doors and Panoptic Control.Eugene F. Provenzo Jr - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (1):91-92.
    (2008). Classroom Doors and Panoptic Control. Educational Studies: Vol. 44, SPECIAL ISSUE: INTERDISCIPLINARY APPROACHES TO EDUCATIONAL REFORM WITHIN A FOUCAULTIAN FRAMEWORK, pp. 91-92.
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  15.  16
    Compulsory Schooling and Religion.Eugene F. Provenzo Jr - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (1):83-84.
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  16.  21
    Frontier Schools.Eugene F. Provenzo Jr - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (4):413-414.
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  17.  10
    Truant “newsies”.Eugene F. Provenzo Jr - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (1):105-106.
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  18.  13
    Thomas nast and the church/ state controversy in education.Eugene F. Provenzo Jr - 1981 - Educational Studies 12 (4):359-379.
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  19.  66
    Aquinas on Natural Law and the Virtues in Biblical Context Homosexuality as a Test Case.Eugene F. Rogers Jr - 1999 - Journal of Religious Ethics 27 (1):29-56.
    Marriagelike homosexual relationships expose a division among ethicists following Aquinas. Those emphasizing natural law may call such relationships unnatural; those emphasizing the virtues may approve of relationships fostering love and justice. Natural law, the virtues, and homosexuality all show up in Aquinas's "Commentary on Romans"--untranslated and hardly cited. Romans 1:18 opens a discussion of justice. Verse 20 provides Aquinas's chief warrant for natural law. Verse 26 applies virtue and law to "the vice against nature." But Aquinas's account also depends on (...)
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  20.  13
    Time exposure: African american rural schools at the time of the first world war.Eugene F. Provenzo Jr - 2006 - Educational Studies 40 (3):332-333.
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  21.  45
    Internet Review: African-American Sources in the Library of Congress American Memory Project.Eugene F. Provenzo Jr - 2003 - Educational Studies 30 (1):99-102.
    (1999). Internet Review: African-American Sources in the Library of Congress American Memory Project. Educational Studies: Vol. 30, No. 1, pp. 99-102.
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  22.  43
    INTRODUCTION: Special Issue: Computing and Educational Studies.Eugene F. Provenzo Jr - 2000 - Educational Studies 31 (1):2-4.
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  23.  18
    Lincoln and Education.Eugene F. Provenzo Jr - 1982 - Educational Studies 13 (2):190-202.
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  24.  17
    Nineteenth Century School Boards.Eugene F. Provenzo Jr - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (3):278-279.
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  25.  24
    Photography and oral history as a means of chronicling the homeless in Miami: The StreetWays Project.Eugene F. Provenzo Jr, Edward Ameen, Alain Bengochea, Kristen Doorn, Ryan Pontier, Sabrina Sembiante & Photographs By Lewis Wilkinson - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (5):419-435.
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  26.  7
    Schools as a “Feather in the Cap” of American Democracy.Eugene F. Provenzo Jr - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (2):167-168.
  27.  21
    Time Exposure.Eugene F. Provenzo Jr - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (1):97-98.
    (2012). TIME EXPOSURE. Educational Studies: Vol. 48, “Anarchism … is a living force within our life …” Anarchism, Education and Alternative Possibilities, pp. 112-113.
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  28.  2
    Time exposure.Eugene F. Provenzo Jr - 2003 - Educational Studies 34 (4):505-506.
  29.  2
    Time Exposure.Eugene F. Provenzo Jr - 2004 - Educational Studies 35 (1):94-95.
  30.  1
    Time Exposure.Eugene F. Provenzo Jr - 2004 - Educational Studies 35 (2):202-203.
  31.  2
    Time Exposure.Eugene F. Provenzo Jr - 2005 - Educational Studies 37 (1):101-102.
  32.  3
    Time Exposure.Eugene F. Provenzo Jr - 2005 - Educational Studies 37 (2):225-226.
  33.  3
    Time exposure.Eugene F. Provenzo Jr - 2005 - Educational Studies 37 (3):306-306.
  34.  2
    Time exposure.Eugene F. Provenzo Jr - 2005 - Educational Studies 38 (1):90-90.
  35.  3
    Time exposure.Eugene F. Provenzo Jr - 2005 - Educational Studies 38 (2):206-207.
  36.  1
    Time exposure.Eugene F. Provenzo Jr - 2005 - Educational Studies 38 (3):303-304.
  37.  1
    Time exposure.Eugene F. Provenzo Jr - 2006 - Educational Studies 39 (1):95-95.
  38.  2
    Time exposure.Eugene F. Provenzo Jr - 2006 - Educational Studies 39 (2):191-191.
  39.  1
    Time exposure.Eugene F. Provenzo Jr - 2006 - Educational Studies 39 (3):317-317.
  40.  3
    Time exposure.Eugene F. Provenzo Jr - 2006 - Educational Studies 40 (1):113-114.
  41.  1
    Time Exposure.Eugene F. Provenzo Jr - 2006 - Educational Studies 40 (2):209-210.
  42.  9
    A "new Approach" To Nostratic Comparison.Eugene Helimski & Allen R. Bomhard - 1987 - Journal of the American Oriental Society 107 (1):97.
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  43.  82
    Van Parijs, Rawls, and Unconditional Basic Income.Eugene V. Torisky Jr - 1993 - Analysis 53 (4):289 - 297.
  44. Rodney, Rage, and Racism.“.Norm R. Allen Jr - 1992 - Free Inquiry 12:52-53.
     
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  45. This far by faith.Norm R. Allen Jr - 2003 - Free Inquiry 23 (4).
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  46.  82
    What is it like to be colour‐blind? A case study in experimental philosophy of experience.Keith Allen, Philip Quinlan, James Andow & Eugen Fischer - 2021 - Mind and Language 37 (5):814-839.
    What is the experience of someone who is “colour‐blind” like? This paper presents the results of a study that uses qualitative research methods to better understand the lived experience of colour blindness. Participants were asked to describe their experiences of a variety of coloured stimuli, both with and without EnChroma glasses—glasses which, the manufacturers claim, enhance the experience of people with common forms of colour blindness. More generally, the paper provides a case study in the nascent field of experimental philosophy (...)
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  47.  23
    The “Color” of Humanism: Personal Reflections on a Global Reality.Norm R. Allen Jr - 2012 - Essays in the Philosophy of Humanism 20 (1):31-38.
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  48. Electron in the Ground Energy State—Part.David L. Bergman & Dennis P. Allen Jr - forthcoming - Foundations of Science.
  49. Fragmented and conflicted: folk beliefs about vision.Paul E. Engelhardt, Keith Allen & Eugen Fischer - 2023 - Synthese 201 (3):1-33.
    Many philosophical debates take for granted that there is such a thing as ‘the’ common-sense conception of the phenomenon of interest. Debates about the nature of perception tend to take for granted that there is a single, coherent common-sense conception of vision, consistent with Direct Realism. This conception is often accorded an epistemic default status. We draw on philosophical and psychological literature on naïve theories and belief fragmentation to motivate the hypothesis that untutored common sense encompasses conflicting Direct Realist and (...)
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  50.  13
    The iron Triangle: Why The Wildlife Society Needs to Take a Position on Economic Growth.Brian Czech, Eugene Allen, David Batker, Paul Beier, Herman Daly, Jon Erickson, Pamela Garrettson, Valerius Geist, John Gowdy, Lynn Greenwalt, Helen Hands, Paul Krausman, Patrick Magee, Craig Miller, Kelly Novak, Genevieve Pullis, Chris Robinson, Jack Santa-Barbara, James Teer, David Trauger & Chuck Willer - 2003 - Wildlife Society Bulletin 31 (2):574-577.
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